Teorías subjetivas de docentes sobre la implementación de los objetivos transversales en un contexto complejo

Abstract

This article presents a descriptive interpretative study about the teachers subjective theories in terms of the implementation of cross-curricular objectives in schools of north of Chile.  The interviews were conducted through the episode interview model with 13 teachers.  The result was analyzed using the grounded theory.  The codification allowed the creation of categories and subcategories, from which subjective theories were deduced; afterwards they were analyzed with the purpose of creating patterns. Practices of contextualization were noticed as the central focus of different transversal educational practices. Finally, the basis of the transversal practices was discussed considering previous researches.